2012
As per the last reports the figures for Fellowships were 24,59 &83 while this report shows an increase
of 10 in males ,a decrease of 37 females and decrease of 27.
Trust for
Development
Studies &
Practices
Annual Report 2012
IDSP-Pakistan
IDSP Mission:
A LEARNING INSTITUTE, ENABLING THE PEOPLE TO
CHANGE POWER STRUCTURE”
“This report covers the duration April 2012 to March 2013”
Institute for
Development
Studies &
Practices
IDSP-Pakistan
Page 2 of 50
Glossary
Acronyms and abbreviations
IDSP
Institute for Development Studies and Practices
Zanth
IDSP’s project
TDSP
Trust for Development Studies and Practices
Amozgah
NPC
National Programming Center
UCD
“University of Community Development” IDSP-Pakistan
Alfalah
Without
Walls
Quick Book
Name
of
the
organization created
by IDSP’s fellow
IDSP Fellows’
organizations
MGD
Mainstreaming Gender and Development
CSL
LCPP
Learners’ and Community Partnership Program
IDRAK
IDRAK
Institute for Development Research and Applied
Knowledge
CYAAD
CYAAD
College for Youth Activism and Development
IDHR
Institute for Development of Human Rights
M&E
Monitoring and Evaluation
M.I.S
Management Information Systems
CPC
Child Protection Centers
ECD
Early Childhood Education
A.C
Academic Council
NED
National Endowment for Democracy
FGHR
Fund for Global Human Rights
JSDF
Japan Social Development Fund
AKF (P)
Aga Khan Foundation (Pakistan)
CCB
Citizen Community Board
MOU
Memorandum of Understanding
UNICEF
United Nations Child Protection Fund
AwW
Alfalah without Walls
LSBE
Large scale based education
OPD
Outdoor patient department
D&E
Dilation and Evacuation
LHV
Lady Health Visitor
D&C
Dilation and curettage
Page 3 of 50
Financial
management
software
It is a core model for
“creating systems of
learning” for IDSP
courses
Name
of
the
organization created
by IDSP’s fellow
Name of the
organization created
by IDSP’s fellow
SEWA
Self-Employed Women’s Association of India
GBV
Gender Based Violence
Cos
Community Organizations
CLS
Community Learning Centers
DPC
District Professional Centers
HEP
Hanna Educational Program
BEMIS
Balochistan Education Management Information System
BUITEMS
Balochistan University of Information
Engineering and Management Sciences
CSL
Creating Systems of Learning
Page 4 of 50
Technology
Director:
Author & Editor of the report:
Edited by:
Correspondence:
Institute for Development Studies & Practices (IDSP - Pakistan)
7-A, Al-Mashriq Street, Arbab Karam Khan Road, Quetta.
Email: idsp@idsp.org.pk , info@idsp.org.pk
Ph: 0092-81-2470243 - 2471776
Fax: 0092-81-2447285
Trust for Development Studies & Practices (TDSP - Pakistan)
House No.56-R Mahmood Ghznavi Road,
56-R, Block-2, P.E.C.H.S | Karachi, Pakistan
Email: idsp@idsp.org.pk, info@idsp.org.pk
Ph: 0092-21-34549009
Page 5 of 50
Acknowledgment
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Director’s message
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Page 6 of 50
Index
S.
No
1
Chapters
Contents
Identity
2
Standardization
3
Outreach
 Institute for Development Studies & Practices “an overview”
 Legal structure of IDSP
 Scope of work
 Physical presence
 Academic Council
 Thematic Program
 Learners and Community Partnership Program
 Program for Creating Organizational Systems
 Creating Systems of Learning: a standardized model for IDSP courses
Transformative citizenship, Intellectual entrepreneurship and social enterprise
development courses (Offered Courses for Different Age Groups)
Program for 2. 05 to 5 years of age
groups
 Improving early childhood education and development
6 to 9 years age group
 Improving Child Protection Measures by Involving Key Stakeholders
through Dialogue and Interventions (CPC)
 Hanna educational program
10 to 19 years age group
 Transformative Citizenship Courses
20 to 25 years of age group
 Intellectual Development Course
 Active Citizenship Courses
26 to 30 year age group
 Social enterprise and professional development courses
o Midwives Development Course
o Film making courses for youth
o Literacy and education courses for blinds
o Skill Development Courses for rural women
Fellowship award in the area of “Intellectual
Entrepreneurship”
 Reviving the traditional sources of water, education, justice and
conflict resolution through engaging indigenous people of the
community
 Promoting and protecting the human rights through publication of
monthly magazine Tanquidi Shaoor
 Contributing in developing a gender equal society through betterment
of the women health
 Exploring new techniques for countering the deterioration of red
chilies in District Umarkot, Sindh Province
 Reactivation of the closed school in remote areas of Tharparkar
 Enabling the out of school children through providing the
opportunities of learning
Creating peace through mysticism
Fellowship award in the area of “Social
Ventures”
 Establishment of “Amozgah” as separate organization for integrating
the learning and livelihood for the less privileged Hazara community
Page 7 of 50
Page
No
of Quetta, Balochistan
 Establishment of College of Youth Activism and Development, CAYYAD
as a separate organization for youth and development
 Establishment of “Alfalah Without Walls” for the marginalized and
excluded Christian community of Balochistan
 Establishment of Institute for Development and Human Rights as separate
organization for promoting and protecting the rights of affected communities
of Mirani Dam.
 Establishment of Institute of Development Research and Applied
Knowledge (IDRAK) - For Change” as separate research institute
Partnerships:
 Therapy Works Karachi
 Infaq Foundation
 Azad Film Production Company.
 Qatar Hospital Karachi
 Education Department Government of Balochistan and UNICEF
 Social Welfare Department and Non-formal Education Department, Labor
and Manpower Department, Bureau of Curriculum and Extension Department
of Education for sustainability of ZAANTH Courses.
 Ending Note from Director UCD (the note should explain the innovative nonformal model of UCD, its impacts and outreach that will help UCD in
Financial Sustainability. This note must be short, self explanatory that show
impact and give future vision. The need of UCD should be mentioned in end.
Page 8 of 50
Page 9 of 50
Institute for Development Studies & Practices “an overview”
A Brief overview :
Institute for Development Studies and Practices (IDSP-Pakistan) has been founded in 1998 with its
National Program Center in Quetta and Seven district based Campuses in all over the country. As a
learning institute IDSP-Pakistan responds to the need of amalgamation of theory and practice to
empower and develop cadres of young, excluded and vulnerable Pakistanis. The Institute has engaged
more than 6000 motivated men and women across the country in its fourteen years existence.
It is believed that the current situation of the country, region and world we need to create, develop
and promote alternate spaces which focus on the ideas and energies of the young and youth who are
being excluded from the mainstream system of education and livelihood, that can build intellectual
activism, practice-based leadership and ensures developmental changes and growth in the lives and
livelihoods of young women and men who have no space or formal certified credentials to explore his
or her abilities for personal and professional growth and development.
IDSP’s recent third party evaluation presents that 90% of total IDSP graduate are engaged in their
livelihood activities with dignity and meaningfulness. A significant number of learners have
established their own Social organizations and generated rights based movements across the country.
Currently IDSP is working on its Management Information System “MIS”, to gather information
about the learners and their impacts on society. According to a rough estimation of the 6000 graduate
learners and their impacts, each graduate learner of IDSP has impacted more than 2000 people of
their families, communities and districts while total learners impacted more than 12000000 (Twelve
Millions) individuals across the country since 1998.
IDSP applies praxis of theory, application, evaluation, reflection, and eventually reconnect back to
concept and theory. In 2011, IDSP has analyzed its thirteen years of practices by organizing a formal
third party evaluation and an extensive research for reviewing all of the IDSP’s previous practices
and processes for clearly defining IDSP’s identity and direction.
Legal structure of IDSP/TDSP
IDSP initially registered under the Social Welfare Act in 1999, when it was formally launched as a
registered body. Over the years, IDSP has determined its direction and also understands the kind of
governance it requires. Therefore, five year ago, IDSP transformed itself into a legal structure of a
Trust. Trust for Development Studies and Practices (TDSP) was registered in Quetta in 2007 under
the TRUST act of Pakistan. It has trustees from all over Pakistan. Its main function is to ensure
financial sustainability and provide a legal entity.
The IDSP Fellows established TDSP's national and international coordinating office in Karachi with a
professional team of management and finance personnel. It coordinates and manages the overall
activities and systems of its Fellows, their partnerships and programs. It is easier to remain connected
locally, nationally and internationally through the Karachi office.
TDSP as the umbrella organization which supports all programs working under it,is in the process of
developing organizational and programmatic systems, including financial management and
administrative systems, management information systems, monitoring and evaluation system and
Page 10 of 50
business development plans for a higher quality standard and efficient delivery of services in the
selected sector.
Scope of work
IDSP analyzed and studied its previous practices and processes with the support of three formal
researches for institutional development and restructuring. The purpose of these reviews was to
provide strategic direction to IDSP for its future.
IDSP through its various practices has been moving towards developing a critical mass of change
agents for social transformation.
An analysis of IDSP’s vision, programs, approaches and experiments show that its unstated
foundational aim through all its efforts is praxis. Praxis involves engaging in a cycle of theory,
application, evaluation, reflection, and then back to theory. Social transformation, in this framework,
is the product of praxis at the collective level.
IDSP has positioned itself as primarily a human resource development institute, with specific ideas
about what kind of human resources it will generate. Its commitment to praxis has led to the dual
focus on theory and research on the one hand and application and execution on the other.
Since its objective is in itself a process, all of IDSP’s programs have been process-oriented. Its
primary methodology is critical pedagogy that challenged mainstream systems of development and
education at one hand and at the other hand IDSP created alternate systems of learning and
development, by creating viable partnerships at all levels.
IDSP states its vision as: “Enabling people to change the power structure.”
Page 11 of 50
Physical presence
National
Programm
ing office
National
and
Internation
al
Coordinati
on office
UCD
Campus
Commu
nity
Colleges
Quetta,
Balochistan
Karachi, Sindh
Hanna,
Balochistan
Loralai
Lasbela
Sibi
Nushki
Community
Learning
Spaces
Fellow’s
intervent
ions
6 centers are
situated in various
villages of Loralai
6 centers are
situated in various
villages of Khuzdar
7 centers are
situated in various
villages of Sibi
4 centers are
situated in various
villages of Nushki
6 centers are
situated in various
villages of Lasbela
Tando Jam
Barkhan
Lasbela
Badin
Nawab
Shah
Islamabad
Bannu
Khuzdar
Bolan
Loralai
Dadu
Kambar
Shahdadkot
Lahore
Haripur
Quetta
Chagai
Mastung
Ghotki
Sanghar
Umarkot
Gwadar
Nasiraba
d
Hyderaba
d
Shikarpur
Kotri
Harnai
Nushki
Jacobabad
Sukkur
Tharparkar
Jafarabad
Panjgur
Jamshoro
Tando
Allahyar
Kech
Pishin
Jaffar Abad
Jhal Magsi
Kalat
Kech
(Turbat)
Kharan
Kohlu
Khuzdar
Pishin
Quetta
Killa
Saifullah
Sibi
Washuk
Zhob
Karachi
Kashmore
Khairpur
Killa
Abdullah
Ziarat
Learners belonging from
Balochistan
Sindh
Larkana
Matiari
Mirpurkha
s
Naushahr
o Firoze
Punjab
Khaibar
Pakhtun
khwa
Aabbot
Abad
IDSP’s University of Community Development:
To begin, with university of community Development is the natural evolution of Institute for
Development Studies and Practices (IDSP) fifteen years practices, experiences, lessons, evaluations,
research and studies. Since its inception in 1998 IDSP’ is an open learning space for the excluded and
marginalized youth of the country where theory and practice/research based courses are conducted to
create a rich human resource of social and intellectual entrepreneurs.
IDSP’s foundations were laid with the idea of combined integrating creating a people, knowledge and
practice centric University of Community Development. The knowledge is aimed for critical thinking
and its practice and hence, the course covers both the theory and practice/research. The Theory and
practice based course are knitted into a conceptual framework that starts from self, family,
community and the world. IDSP’s more than a decade experience in conducting these courses has
organically evolved into the establishment of University of community Development (UCD).
The University is based and established on the belief that it is a space of learning; practice/research
where knowledge is acquired, exchanged and disseminated and hence by every definition of the word
it is a University. UCD doesn’t award formal certificates or credentials nor does it recognize one,
especially in enrolling the learners (students). The university however, maintains a very strong and
standardized eligibility criterion for its faculty and learners of different levels of courses. The faculty
members and top management is assessed and recruited on the basis of their harmony with and
understanding and commitment to practice UCD’s core philosophy and approach. Similarly, the
potential learners for different levels of university courses are selected on the basis of their ingenuity,
creative and critical thinking skills and having a strong idea and commitment to social change of
her/his area.
The government of Balochistan has leased 4 acres of land in 2005 to IDSP-Pakistan for establishing
IDSP’s University of Community Development (UCD). The physical building is constructed with
mud structure, with technical people from within the community local and indigenous resources have
been used in constructing the building of University. Recycled doors and windows have been used
and the building is almost completed and its will be formally launched in July 2013.
Page 14 of 50
UCD will focus to enable the excluded and marginalized youth for a greater social, political and
economic change in the society. The energy needs of campus are fulfilled by installing bio gas plants,
solar panels and wind energy for electricity generation.
UCD’S Model of Learning:
The UCD has a model of learning by practicing 13 years in IDSP, called creating systems of learning
(CSL) that provides the basic framework of learning at UCD. The CSL
is a five years learning model that divides UCD course into two major
categories. The first category of two years learning, literacy and skill
University of Community
Development
(A Quetta Based Campus)
development course is titled transformative citizenship program (TCP). The
TCP caters the un-schooled, drop outs adolescents between the ages of 9
5 District Colleges
(District Based)
to 19 at UCD community learning spaces and community colleges. The
two years TCP program is further divided into segments of literacy, life
skills, and vocational training for creating dignified living with
commitment of social change for those who are living on the margins
and excluded by (design)from the mainstream formal education system.
46 Community Learning
Centers
(Village Based in five districts)
The second category of course is one year theory and practice based development studies course at
UCD’s regional Campus in Hanna valley of Quetta. The course is designed for the young and youth
between the ages of 18 to 35 and aim is to create cadres of young intellectual and social
entrepreneurs. The graduates of the course have multiple choices before them to initiate at the
conclusion of the course. They gradates either joins their communities as intellectual entrepreneurs
(citizen scholars) activists applying their knowledge to practice their ideas of change or start up social
ventures as social entrepreneurs for larger social change initiative.
The University awards the two sets of fellowships (seed money/financial support) for a maximum
period of two years to the learners who are best suited for their tasks. The fellowships are decided by
a panel of UCD core faculty, members of Academic council, experts of relevant field and
representatives of community, after a very thorough assessment of learners one year’s performance
during the course. The two years fellowship concludes the five years learning model of UCD and the
learners are expected to start their independent initiatives and join the larger group of UCD alumni as
member of fellows’ council of UCD or even join as UCD core staff. The learners who are unable to
make it to the fellowship stage of UCD quits and join the web of learners of UCD.
Page 15 of 50
Page 16 of 50
FORMATION OF ACADEMIC COUNCIL (AN ADVISORY BODY OF UCD):
IDSP has developed an Academic Council (an advisory body) in 2009. Academic Council includes
15 members, activists, practitioners, intellectuals and academicians, who are nationally and
internationally recognized in their own fields. The purpose of this Council is to provide volunteer
advisory services to IDSP regarding standardization of the courses and practices/ interventions
according to the Creating Systems of Learning (CSL) model for excluded youth of Pakistan in
general and Balochistan in particular.
The academic council includes following of the members:
1. Dr. Shah Mohammad Marri writer/Activist from Balochistan (Chair Person)
2. Amar Sindhu: Writer/ Activist Sindh (co-chair person)
3. Asad Farooq: Academician cum Activist from Lahore
4. Aasim Sajjad Akhtar: Intellectual/activist/writer from Islamabad
5. Sajjda Vandal: Artist/architect from Lahore
6. Mahwish Ahmed: Academician cum Activist from Lahore
7. Dr. Ijaz Khattak : Academician/Educationalist from Peshawar
8. Khadim Hussain : Academician cum Activist from Peshawar
9. Behram Ghauri: Academician/Activist from Balochistan
10. Dr. Quratulain Bakhteari: Practitioner IDSP – Pakistan
11. Nazish Brohi: Researcher/writer from Karachi
12. Mushtaaq Gaadi writer/ activist from Taunsa Sharif South Punjab
13. Dr Tariq Rehman: Academician/writer from Islamabad
14. Pervaiz Houdbouy: writer/Activist from Islamabad
15. Mr. Wadif Akbar Rizvi: CEO Al-Habib University Foundation
16. Sadiq khan (Secretary A.C)
UCD’S CORE PROGRAMS:
University of community Development has evolved three major programs and further each program
has its own portfolios, faculty, researches and publications. The programs are 1. Thematic Program
2. Learners and Community Partnership Program and 3. Program for Creating Organizational
Systems.
1. UCD Thematic Program:
Page 17 of 50
The Thematic Program of UCD includes further seven thematic programs/ portfolios. The seven
thematic programs are units with independent curricula, faculty, researches and publications,
library/resource center and learners and community partnership strategy. The seven Thematic
programs are developed around the seven themes of UCD, identified and finalized by UCD’s
National Academic Council in its first meeting October 2011.
The seven Themes of UCD were developed into comprehensive curriculum as a result of two years
regular consultation with UCD faculty, Members of UCD Academic council and other expert people
of the relevant fields. The themes are delivered during the six month theoretical phase of one year
community development studies course of UCD. The approach of the theme delivery is dialogue
centric, participatory and facilitation based between the faculty and learners.
1. Self-Growth and Development
2. Framework/lens
3. Educational and critical pedagogy
4. Political Economy
5. History Regions and Resistance
6. Media Representation and hegemony
7. Environment and sustainable living
IDSP Resource center: “providing knowledge based services”
IDSP’s resource center, located in IDSP National Programming Center (NPC) Quetta is fully
functional with a mission to facilitate IDSP’s learners, fellows, faculty and overall staff members
regarding their learning needs. Resource center is contributing in IDSP courses, trainings, workshops
and conferences through identifying and providing relevant reading materials, films, documentaries
etc. The most important and unique material in IDSP resource center is the learner’s profiles and their
diaries which they produced during their learning journey in IDSP courses. Their all learning and
growing records are safely displayed in IDSP resource center. A free searchable database of more
than 6000 reading materials is available on IDSP website www.idsp.org.pk
2. LEARNERS AND COMMUNITY PARTNERSHIP PROGRAM:
Learners and Community Partnership Program is one of the core programs of UCD aiming to
strengthen UCD learners conceptually and enable them to work with their communities. This was the
main idea behind the establishment of LCPP that rationalized to prepare a clear and customized
Page 18 of 50
strategy, which will enable UCD to streamline its interactions, networking, support, assistance,
correspondence, collaborations and other types of engagement with wide range of UCD learners. The
learners and community partnership program has planned to engage learners in their communities and
provide technical, conceptual, logistical and financial assistance to the learners to build learning and
action based partnership with communities for a positive social, political and economic change.
Learner’s council and fellow’s councils:
IDSP is working to have a council for its fellows and council for its graduate learners across the
country. Initial work has been completed in this regards. The purpose of these councils is to provide a
platform to the graduated learners and fellows and give a positive direction to the energies and
potentials of young people and positively mold their collective energies to work for a grater socio,
economic and political change in society. Through this platform the fellows and the graduated
learners represent their district at one hand and at the other hand they will become as one unit in order
to raise their collective voice in their native areas to ensure a wider response to the socio economic
and political situation on different levels.
Community Colleges of UCD:
The University of Community Development has established its Community Colleges in various
districts of Balochistan. Community Colleges are the second and at the mid of UCD’s physical
hierarchal structure. Due to the current situation of law and orders Community College of District
Khuzdar and Mastung have been closed. Community College Loralai, Nushki, Sibi and Lasbela have
been successfully facilitating the respective communities during the entire reporting period. The
Community Colleges offer one year courses of “Transformative Citizenship and Social
Entrepreneurships” that improve the intellectual capabilities and technical & vocational skills of
youth in respective districts of Balochistan.
During the year 2012, UCD has organized a one year capacity development course for the faculty of
Community Colleges around the seven themes of UCD. The purpose of this course was to enhance
the intellectual and technical capabilities of district faculty that will help them in conducting the
course for “Transformative Citizenship and Social Entrepreneurships” at district level. Each theme
was delivered in cycle of one month in which five days for specific themes were rotated. Beside these
UCD has invited well recognized intellectuals and academicians as resource persons from all over the
country. UCD has also organized a country wide study tour and organized thematic sessions with
renowned intellectuals from all over the country.
Page 19 of 50
Community Learning Centers:
The Community Learning Centers are the third and the lowest in the physical hierarchal structure of
UCD. During the initial phase of UCD, there were 100 Community Learning Centers of UCD in five
districts of Balochistan which includes District Loralai, Khuzdar, Sibi, Nushki and Lasbela District.
UCD has organized an extensive evaluation of its Community Learning Centers and evaluated the
whole CLCs of UCD. Based on the evaluation UCD has finalized 46 CLCs the respective districts of
Balochistan. The Community Learning Centers offer courses of “Community Based Indigenous and
Critical Learning” for the adolescents of more than 46 communities of Balochistan. These are the
fundamental and entry point’s courses of UCD. The Community Learning Center’s faculty/
instructors are responsible to deliver the Community Based Indigenous and Critical Learning courses
at village level. They use the innovative pedagogy of decoding that have been created and tested by
UCD. The pedagogy of UCD links the learning with life realities of the learners.
These CLCs are self sustained and independently retained by the instructors. The social status of the
instructors is like a community leader. They are facilitating the whole community and organize
weekly seminars and workshops on various topics at village level.
Program for Creating Organizational Systems:
Creating Organizational System is one of the core programs of UCD IDSP. The program is aimed to
develop the Monitoring & Evaluation and Management Information System of UCD IDSP.
Monitoring and Evaluation is strategically linked to the objective of ensuring that the programs and
projects produce results that lead towards sustainable benefit for the target groups and the larger
communities of which they are a part. Training to build capacity of staff in the related field has been
organized in May 2012.
The program includes establishment of Management Information System (MIS) which would be
linked to M&E. The training in MIS was organized from 27 April to 20 May 2012.
The program is also focus to enhance the administration, HR and procurement systems of UCD IDSP.
Page 20 of 50
Page 21 of 50
Processes and courses for individual development
Offered Courses for Different Age Groups
S.
#
1
2
3
4
5
6
Age
group,
year wise
Theme
2. 05 to 5
Children
Course of education for
2.5 years to 5 years age
groups.
Total number of Beneficiaries
6-9
Courses for child
children
protection and
development 6 to 9
years age of children.
Total number of Beneficiaries
10-19
Courses for literacy,
adolescen skills and livelihood for
ts
10 to 19 year age of
adults.
Total number of Beneficiaries
20-25
Youth leadership
youth
development and
activism courses for 20
to 25 age of youth
Total number of Beneficiaries
Professional development
26-30
courses
young
30 and
above
Fellowships for intellectual
entrepreneurship and social
ventures
Offered courses in last
reporting period
Improving early childhood
education and development
Male
186
Beneficiaries
Direct
Benefic
Female iaries
281
467
Indirect
Benefic
iaries
4203
Improving Child Protection
measures by involving key
stakeholders through dialogue
and interventions
3228
2642
467
5870
4203
52830
Literacy, Education and Livelihood
Development Program (Zaanth)
Transformative citizenship courses
in Community Learning Centers of
UCD
Education Recovery of Baluchistan
Blind students
Hanna educational program
2209
2040
5870
4249
52830
38241
597
398
995
8955
350
117
467
4203
195
11
0
20
206
5917
20
1854
53253
180
633
342
975
8775
28
60
13
140
41
200
369
1800
35
65
100
900
10
0
17
78
1336
27
78
12024
243
702
29
21
50
450
5
1
6
54
161
13751
1449
123759
Vocational skills and livelihood
development course for female
(continued in Karachi)
Active citizenship and peace
building courses
Film Making course
Basic literacy, education and
livelihood development courses
(Amozgah)
Skills and livelihood development
courses (Alfalah Without Walls)
Faculty Development Course
Midwifery training program for the
women of Balochistan and Sindh
Awarded fellowships in the area of
“intellectual Entrepreneurship”
Awarded fellowship in the area of
“Social Ventures”
Total number of Beneficiaries
Grand Total
Page 22 of 50
7565
6186
1. Improving early childhood education and development program for 2. 05 to 5 years of age
groups
“Ensuring a Better Start in Life for Children” is an Early Childhood Development (ECD)
Programme of IDSP Pakistan, being implemented with the partnership of Aga Khan Foundation
(Pakistan). This program is being executed in the selected areas of Balochistan province, and funded
by the Australian Agency for International Development (Aus AID). The draft of primary education
is the beneficiary institution while children in 30 Primary Schools are enrolled in ECD.
The programme is aimed at improving the accessibility, equity and quality of learning opportunity at
the start of children’s life with an increased focus of interventions on females and marginalized
communities. The programme gives special emphasis to increasing the stakeholder participation in
the education sector, particularly
those in the public sector. At the
same time, involvement of local
communities,
civil
society
organizations and private sector is
considered vital for the success of
this programme.
The programme intervenes in the
government institutions only, with
30 primary schools being the target beneficiaries. As part of interventions, the ECD class rooms have
been established in all of the mentioned 30 schools along with the establishment of one Community
Based Family Resource Centers (FRCs) at Quetta district. The teachers recruited for these ECD
classes shall undergo rigorous trainings in the ECD Teaching methodologies. Apart from the ECD
teachers, capacity development shall also take place of the education managers, government officials,
and project staff. Their participation and timely support is critical to the success of the programme.
The Project is a two way process and at the same time, it will benefit a number of teacher education
institutions such as the Aga Khan University (AKU), and Government Teacher Training Institutions
in its programme areas by building the capacity of present and aspiring faculty members. The project
will also train project staff and will prepare a pool of individuals on the ECD concept which they can
replicate and use.
Page 23 of 50
List of trainings (so far conducted)
Title
Trainings of Katchi teachers and LHWs/TBAs/Midwives on
ECD concepts
Refresher training of teachers and LHWs/ TBAs/Midwives
5-day training in National ECE Curriculum for Katchi, Classes
1 & 2 (ECD Concepts)
10-days training for Lead Teacher/ LCs on Mentoring,
Leadership and setting up of LRCs
1-day follow-up workshop for Lead Teachers at AKU-IED
5 days Training for Head Teachers/In charge on School
Management, Leadership and Mentoring skills at QSF
Sessions conducted by Lead Teachers to ECD teachers to
provide guidance on teaching methodologies
Training on ECE Curriculum and Pedagogy through a 10 days
short training at AKU-IED
Training in 4 week tailor made split course part 1 & 2 in ECD
at AKU-IED
Capacity Building through Advance Diploma in ECD
Unit
Teachers/LHWs
Beneficiaries
40
Teachers/
LHW/LHV
Teachers
40
Lead
Teachers/Project
Staff
Lead
Teachers/Project
Staff
Head
Teachers/Incharge
Teachers
8
Teachers/Govt.
Officials
Lead Teachers/
Project Staff
Govt.
Official/Project
Staff
Capacity building in ECD through a 6 months certified course Govt. Officials
at AKU-IED
Trainings of FRC staff
FRC Staff
Refreshers of FRC staff
FRC Staff
Conduct educational sessions for parents on understanding Parents (mothers
about ECD significance, Health & Hygiene and inclusive
and fathers)
education
PTSMCs Development
Title
Unit
Formation & activation of PTSMCs
Committees
Notification of PTSMCs from Government of Balochistan to
Committees
make it active.
Capacity Building Trainings for PTSMCs in School
Committees
Management and Improvement
30
8
30
30
10
20
4
10
6
6
225
Achievements
30
30
30
Establishment & Development
Title
Page 24 of 50
Unit
Achievements
Establishment of LRCs
Establishment of Learning Corners in ECD Schools & LRCs
Delivery of Learning Material, Teaching Aid, and Equipment
Establishment of FRC in Hudda
Schools
Schools
Schools
FRC
6
30
30
1
2. Improving Child Protection measures by involving key stakeholders through dialogue and
interventions for 6 to 9 years of age groups
In June 2011 for the period of one year (June 2011- June 2012). The project was aimed to provide a
protective environment to children living or working in the streets. The primary objective of this
project was to reunify the street living or Working children into their parents or family, rehabilitate
them in their Community and protect them from exploitation, sexual abuse, trafficking, drug
addiction, health risks etc in order to bring this ignored segment of the society at the par with other
children of society. Moreover, the
program
also
sensitized
people
living in nearby communities on
child protection issues and benefits
children of services such as birth
registration,
education,
basic
health
non-formal
and
hygiene
services, knowledge and awareness,
psycho-social support, recreational
activities, livelihood skills and religious education, and medical facility in three Child Protection
Center of three union councils in Quetta district. Keeping this in view, IDSP accessed and engaged in
three CPCs some (boys and girls) children living or working on the streets. Approximately 43 street
children were reintegrated into their family members or heirs of the different areas of Balochistan
after hectic endeavors and intricate process. Until street living children’s parents and heirs’ where
about are established sought, these children remained responsibility of outreach workers to look
after them and provide emergency shelter, food and other mandatory materials amidst tough security
as it is perceived taboo to be with children in society at night times Donblo of Child Abuse can take
place. While other children who are engaged in three CPCs facilitated by all mentioned services.
Adult literacy services, English-language centers, livelihood skill classes, computer services, bathing
and washing clothes of street living and working children were also include in activities of the
centers. Whereas, the sports tournaments were held in order to generate the funds. Theses all events
Page 25 of 50
and activities were held under the supervision of peer educator groups. These peer educators are the
best human resources from communities that are already trained and equipped with the child
protection material such as books, manuals, broacher and documentaries. The project has produced a
great deal of human resources on the child protection therefore, all team members as a master trainers
made their efforts to conduct the trainings based on the needs of child development organizations in
the province.
Coursers and trainings
Title
Unit
Peer educator sessions
Children
children are provided health consciousness and medical Children
treatment in Government and private hospitals
Birth registration of the unregistered children
Children
Reunification of children into their families through Children
counseling and mobilizations
Main streaming the children into schools through Children
mobilization campaign
Bathing and washing awareness session and facilitation
Children
Fresh food and hygienic nutrition awareness session for child Children
protection
Identified and referred highly sensitive cases to Child Children
Friendly Centers for further assistance
Sessions of basic literacy & non formal education
Children
Health & Hygiene awareness & practice
Children
Life Skill Based Education sessions
Children
Livelihood skills for children & adolescents to generate Children
Income without exposing to vulnerability and child labor
Information & communication technology trainings
Children
Recreational activities
Children
Beneficiaries
91
472
1000
43
62
1580
1602
2
136
357
250
75
200
3. Literacy, Education and Livelihood Development Program (Zaanth) for 10 to 19 years of
age group:
IDSP initiated an innovative program of
literacy, education and livlihood (Zaanth) in
2009 for 9 to 19 years, illitrate excluded
addolocents and youth of Balochistan. The
program has been implemented in district
Sibi, Lasbela, Nushki, Loralai and Khuzdar.
Page 26 of 50
The program was aimed to litrate 4000 illitrate adolocents and youth through establishing 50
communities based learning centers and 5 District Professional Centers in these districts.
The program has three main components which include “establishing partnerships”, “implementing
non-formal education” and the use of “small grants for Citizen Community Boards (CCB)”. The
program was financially supported Japan Social Development Fund “JSDF” and administered by the
World Bank’s Trust finds programs.
The program was highly effective in enrolling more than 4600 adolescents and youths. During the
reporting period, the learners completed their literacy, education and skills training cycles. The
graduates are now engaged in earning dignified livelihood. The program was formally and officially
concluded in October 2012 and IDSP has sustained 45 out of 50 Community Learning Centers and
certified the learners after an extensive assessment of the learners. IDSP’s University of Community
has takeover the learning model of Zaanth to sustain this with more refine systems of learning.
Coursers and trainings
Title
Unit
477 (m-248 and fm-229) learners were successfully completed the Learners
course out of 568 enrolled learners
175 (male/female) as instructor were trained through rigorous training Learners
program and delivered the course.
3597 learners were successfully completed the course out of 3990 Learners
enrolled learners
Beneficiaries
477
175
3597
4. Transformative citizenship courses in community learning centers of UCD for 10 to 19 years
of age groups
IDSP is focus to actively create a response
and effectively address the fast growing
problem of children and adolescents, being
excluded from the mainstream formal
education system and because of no
education. Due to this they will be left out
from any kind of meaningful livelihood
opportunity, nor they can have a dignified
and honorable life, in fact such youth and people in general have no space to be engaged effectively
Page 27 of 50
in the socio economic development of the society, and personally they are unable to fulfill their
responsibilities towards their families too, the result is usually to join negative forces or end up a
weak depressed person.
IDSP organized “Transformative Citizenship” courses in forty five 45 community learning centers of
five different districts of Balochistan. This is a beginner level course for 9 to 19 age of out of school
illiterate adults and youth. This help the illiterate/ out of school learners to understand the basic
concepts of transformative citizenships and learn basic skills for generating action on community
level. The course is based on the combination of theory and practice. It proposes developing a
program that enables awareness and creates capacity for action for social change among those on the
peripheries of society the poorest, illiterate and most vulnerable groups.
IDSP selects those who are most disenfranchised from social and political systems including those
who have never been to school; those whose powerlessness is tied to economic systems. The
approach is participatory that draws on people’s strengths and life experiences, and draw connections
between people’s lived realities and the structures under study, to draw out how interconnected and
critical the notion of citizenship is. Through this process IDSP has trained more than 950 learners in
45 communities of Balochistan. They are now service as agent of social economic and political
change.
Coursers and trainings
Title
Illiterate adolescents and youth got literate
Facilitators got trained through different capacity building trainings
Unit
Learners
Facilitators
Beneficiaries
950
45
5. Education Recovery of Baluchistan Blind students for 10 to 19 years of age groups
The
“Education
Baluchistan
Recovery
Blind
of
Children”
program was launched by IDSP on
October 1st 2012. The time period of
the said program is for one year (1st
October 2012- 10 October2013).
The project was aimed to provide a
protective environment and learning
Page 28 of 50
full space to the children of Blind Schools. (This project is supported by a Pakistani Philanthropic Mr.
Hussain Baqar, living in Canada.
IDSP – Pakistan has coordinated with Principle, Complex for Special education, Social Welfare
Department, Government of Balochistan in implementation of the education program for blinds. The
Complex for Special education has 4 schools for Special Children's including blind, deaf and dumb,
mentally retarded and Physical disable children, the total strength of the school is more than 400.
The Total strength of the Blind School is 52 Students including both male and female. After a series
of meeting and discussion with Principle and Voice principle of Blind School, the ministry of Social
Welfare the following area were identified where Blind School needed support from IDSP – Pakistan.

Establishment of Low vision lab in Blind School.

Engaging the services of 2 teachers as fellows of IDSP in Blind School to complete education in
Braille from Grade 1 to 10th Grade

Establishing a Library for Complex for Special education.

Conduct Medical campus for Blind students.
It was also shared with Director General, Social Welfare Department, Government of Balochistan,
after the approval of the concerned stakeholders, IDSP has initiated the work at Blind School Quetta.
IDSP in collaboration with Blind School Complex for Special Education established a Low Vision
Lab for blind children at Blind School. IDSP provided 10 LCDs, Furniture and repairing and
maintenance of the Lab. Two fellows have been selected and trained for the delivery of courses at
Low Vision Lab. After the establishment of the low vision computer lab, IDSP incepted the sessions
for the capacity building of its fellows as teachers.
The students had no information before about advance computer programs such as Audio Production,
Book Scanning and MS office. Due to the lack of knowledge in this field they were not able to use
audio books or computer in proper way. In the same way they were struggling in advance Braille
System, Mathematics’ such as modules, root, geometry, average percentage, points etc but with
support of IDSP now they have not only achieved all these mentioned targets but they got to know
how to deal with advance technology in the shape of computer.
Coursers and trainings
Title
Unit
IDSP has established a Low Vision Lab of 10 LCDs, 10 tables, 20 Students
Page 29 of 50
Beneficiaries
20
chairs, as well as renovation of Lab room.
The 2 IDSP fellows teaching from Class 1 to Class 9 Braille Math, Students
Braille Arabic and Urdu in their class
2 Months training of Braille Math, Advance IT courses for blind has Fellows
been given to the selected fellows that was organized by “Al-Faisal
Markaz for blinds in Faisalabad
Organized a medical camp for eye diseases in Blind school Quetta Students
provided medical support to the students of blind school
400
2
45
6. Hanna educational program for 10 to 19 years of age groups
IDSP’s Hanna Educational Program is one of the programs being implemented as response to the
need of Hanna community. The program initially started in IDSP University Campus and the
residents of the Hanna community got positive results from HEP during the past one year.
The learner of the IDSP HEP became a model for Hanna Community due to their skills of
information
technology
and
English language. The learners are
now able to operate the computers
and
deal
with
its
different
applications & programs along
being fluent in reading, speaking
and writing English language.
IDSP HEP is doing its best to do an outstanding job for Hanna Community but unfortunately, the
regularity of the students have been effected very badly due to the unavailability of convince sources
or public transport system from Hanna villages to University campus of IDSP to pick and drop the
students. At the other hand the extreme weather during winter seasons were negatively affecting the
health of the students during daily travelled from community to the University campus of IDPS.
(HANNA has seven winters).
Therefore the community has raised the need to shift the HEP to inside the community from
University campus of IDSP. In view of the demand raised by community IDSP has taken a quick
action and accepted the need of Hanna community opened two Community Learning Centers inside
the Hanna community. These CLCs are now functional and delivering the courses of English
language and other live skills. More than 200 students got enrolled in English language and IT
courses during the entire year.
Page 30 of 50
Coursers and trainings
Title
Student trained through English language and live skills
Number of students trained as facilitator to teacher other students
Senior facilitator of the program got trained in advance English
Language Diploma Course in NUML Islamabad
Unit
Students
Facilitators
Senior
facilitator
Beneficiaries
200
5
1
7. Vocational skills and livelihood development course for female for 20 to 25 years of age
groups
IDSP Pakistan has initiated a vocational and skill development courses for 20 girls from ten various
districts of Baluchistan, Food, lodging travel is provided by IDSP campus in Karachi. The course has
been organized in IDSP Karachi campus under the highly qualified and skilled training team. The
duration of the course is six months that include, dress designing, cutting and stitching, embroidery,
grooming
skills,
information
technology, Jewelry and shoe making
and English Language and Quranic
Education,
Self-Development.
This
also includes trainings on personality
building business development and
marketing, gender and development
etc.
IDSP
Vocational
has
collaborated
College
of
with
Fashion
Designing Karachi for the training of the mentioned 20 young women from Baluchistan.
To excel in this field, self grooming, self confidence, high self esteem , art of communication and
strong business personality plays a very important role where these girls due to their cultural
restriction and maximum exposure to the outer world some of the major obstacle.
This course will enable these girls to start their own business of dress making in their own
communities thus improving their economic, social and emotional condition. They can also export
their art of embroidery which is priceless abroad. They can take part in exhibitions Vender's can
approach them for big fashion industry.
Coursers and trainings
Title
Page 31 of 50
Unit
Beneficiaries
Girls belonging from ten different districts of Balochistan got trained Girls
through vocational and skill development course
20
8. Active citizenship and peace building courses for 20 to 25 years of age groups
IDSP Pakistan has conducted trainings of Active Citizens in different districts of Balochistan that
include District Sibi, Khuzdar, Loralai, Lasbela, Jaffarabad and Jhal Magsi of Balochistan. The
program has been implemented in collaboration with British Council that aims to develop leadership
skills in young people around the globe. It facilitates community and political participation amongst
young people through interaction with local community, organizations and local and national
governments. The programme uses national and local resources and expertise to build capacity of
youth. It also develops an understanding of global issues which affect young people and their
communities.
Active Citizens are expected to
bring positive changes to their
communities through social action.
This promotes community cohesion
and improvement through civic
engagement.
influential
According
‘Pakistan:
to
The
the
Next
Generation Report’ more than half
of Pakistan’s population is under the age of 30. This could mean great opportunities for Pakistan’s
future provided the youth are given direction, guidance and most importantly the confidence to play a
part in the country’s development. The active Citizens programme links young people with
community leaders. It aims to deepen trust and understanding within and between communities.
Participants acquire skills in cross cultural communication, multicultural dialogue and its effective
role in community action. The community leaders of the project have delivered sixty seven social
action projects with the support of their native communities.
Coursers and trainings
Title
Unit
Young Leaders: Recruited young participants from local communities Youth
aged 18 – 30 years as trainees and trained through 15 different trainings
around the theme of 1). Identity and culture 2). Conflict resolution 3).
Debate and dialogue 4). Social action project.
Page 32 of 50
Beneficiaries
700
Facilitators: Recruited volunteer facilitators to develop and deliver Youth
Active Citizens module workshops. The facilitators has delivered 15
trainings in 5 different districts of Balochistan
Community Leaders: Engaged community leaders during the Youth
programme in order to facilitate policy dialogues, participate in social
action projects’ delivery, attend show casing events and highlight young
leaders’ achievements at higher levels of engagement. Community
leaders delivered 67 social action projects in district Sibi, Loralai,
Khuzdar, Jaffarabad and District Jhal Magsi of Balochistan.
Community Individuals: Encouraged young people to engage Youth
community individuals at large as beneficiaries in order to ensure social
action projects’ success and sustainability. The individuals have got
trained through participating in social action projects, debate and
discussions, policy dialogues and community events
7
67
201
9. Film making course for 20 to 25 years of age groups
IDSP in collaboration with Azaad Film production company Karachi has launched courses on
filmmaking for the youth of Balochistan and Sindh. IDSP has adopted a composite approach of
conducting theory and practice based
film making course. This course will
help in countering acute problems of
youth
exploitation,
gender
discrimination, pure drinking water,
health and hygiene and child abuse and
exploitation through using film or
documentary as tool for highlighting
these issues. The course has helped in
restoring the confidence of young men and women and enabled their activism for a positive social
change. The skills of film or documentary making have helped them too in this change .The young
and isolated youth can now easily communicate their situation to the world using the medium of
filming or documentary.
Coursers and trainings
Title
Filmmaking course has been conducted in Karachi and trained the youth
of Balochistan and Sindh
Page 33 of 50
Unit
Learners
Beneficiaries
16
Trained seven youth in district Sibi in the field of filmmaking
Trained Eighteen youth in Liyari, Karachi in the field of filmmaking
Learners
Learners
7
18
10. Faculty Development Course for 26 to 30 years of age groups
IDSP’s University of Community Development has launched first course for its faculty development
in Quetta Balochistan for developing cadres of 27 local faculty members on sound learning, activism
and practices rooted in the philosophy of intellectual activism for future courses. This includes the
development of a new cadre of young men and women as faculty in different corresponding thematic
areas, joint research and practice based collaborations with international partners. The faculty will be
prepared on the principles of mentoring with integrated understanding of socio-economic and
political realities. They must also have proven and meaningful commitment of engaging with their
self,
family,
community
and
peoples of the world.
The faculty development course
incepted with the introduction of
self-growth
and
development
theme. As all the themes will be
delivered in 4 phases or rounds
and each phase would consist of 5
days based on theory and practice.
Self-growth and development theme provided the learners a conceptual understanding to the learners.
Self- growth and development team was followed by Framework Lens theme which provided basic
knowledge and understanding to the learners around gender and sex. Next theme was political
economy which was aimed to enable the participants to explore the exploitative nature of the
mainstream politico-economic structures and feasibility of practices for the protection and
enhancement of local economies.
Next theme was the History region and resistance and the said theme provided a conceptual clarity
and understanding of the history and also focused the processes of social political and economic
changes during the past days. Education the followed the history theme and equipped the learners
with the knowledge around education, schooling, learning, traditional methods of schooling system,
history of schooling systems, the controlling agendas of the education and its impacts on people, and
Page 34 of 50
most emphatically on the self-reliant alternatives of leaning and education. The course will be
concluded in June 2013.
Coursers and trainings
Title
Enrolled new faculty and provided trainings around the themes of
UCD
Trained the senior faculty of UCD through providing learning and
teaching opportunities
Unit
New Faculty
Beneficiaries
20
Senior faculty
7
11. Midwifery Training & Development Program,(MAA) courses for 26 to 30 years of age
groups
Based on previous experiences and utilizing existing human and technical resources, IDSP has
sustained the midwifery program for rural women and children health care. The program has
designed to establish capacity of local, community based women in rural Baluchistan in practice of
Midwifery and extend their much
refined
professional
skills
and
services to far flung areas to provide
Mother and Child care and reduce
mortality among pregnant women
and newborn.
IDSP has partnered with Hands an
organization working on maternal
healthcare,
for
the
delivery of
midwifes training program
Besides the launching of eighteen months midwifes training program, refreshers, for the previously
trained midwifes was also held. It was also a very great opportunity for midwifes to learn about
medicine, herbal treatment, communication skills, gender relation and dynamic of reproductive
health, plus their own health care as women.
IDSP conducts two types of courses regarding midwives trainings these include three months practice
based refresher course for those women who are already trained in the field of midwifery but lacks
confidence in practice.
Page 35 of 50
Secondly IDSP enrolls fresh girls/ women for the eighteen months theory and practice based courses
which are being implemented with the collaboration of HANDS training organization in Karachi.
This course is held in IDSP Sindh Campus, 23 learners are enrolled from Sindh and Balochistan.
Coursers and trainings
Title
Trained midwifes through different refresher courses
Enrolled new learners for midwifery training program
Page 36 of 50
Unit
Midwifes
Learners
Beneficiaries
28
23
Intellectual entrepreneurship
And Social venture
Mr. Qurban Ali has organized protests for
insuring safety measures for the crops of
red chilies in Kunri District Umarkot of Sindh
Province. The farmers and crops of red
chilies are not being facilitated by
Agriculture department at all, although
funds are available for them.
Ms. Marzia of Hazara
community of Quetta has
initiate a peace full
movement for promoting
peace
through
inter
cultural
dialogues
to
overcome the issue of
exclusion
of
her
community.
Mr. Abdul Hai is continued
the counseling and other
educational activities for
his community’s youth to
protect them from being
part of the militancy,
extremis and unlawful
activities.
Mr. Ilyas Indriyas belong
from
Christian
community of Quetta
who started right based
activism for insuring the
rights
of
Christian
communities who are
excluded
from
the
mainstream
development processes.
Sharrif
has
continuously
followed his community’s case
and finally Wapda has accepted
to pay the compensation
amount for what Shairf and his
community demand since 2007.
Mr. Barkat Shah is an intellectual
entrepreneur of IDSP and established an
organization a research based organization
“IDRAK -For Change”. His institute is focus
to produce research based knowledge
around different social, political and
economical issues of society.
Page 37 of 50
Ms. Saima Channa of Kotri, District
Hyderabad Province Sindh has
launched an education center for the
children of her community. More than
300 children are enrolled in this
center as there is not any school or
educational center. Mostly poor and
labor class people are living in this
community. She with the support of
other 20 women of her community
has started activisms to insure
educational facilities for community.
Mr. Zahoor from Sibi
District and Mr. Asmat
from Quetta district are
documenting
and
highlighting
different
issues
through
using
filmmaking as means for
change.
Younas has initiated
another magazine titled
“Tanquidi Shahoo Sindh”.
Before these he was
publishing his monthly
magazine
“Tanquidi
Shahood
Khuzdar
Balochistan”
for
highlighting the issues of
human rights across the
country.
Enabling the excluded youth through awarding fellowships in the area of Intellectual
entrepreneurship and Social venture.
The
UCD
awards
fellowships in the area of
“Intellectual
Entrepreneurship”
and
“Social Ventures” to the
enthusiastic,
committed
and visionary learners who
has an idea of social change
and
completed
their
learning cycles in IDSP’s
CLCs, Community Colleges
and
then
in
IDSP’s
University of Community
Development. A number of
52 young people between
20 to 35 years of age,
graduate
learners
are
currently engaged with
UCD
as
its
fellows
practicing entrepreneurship
in intellectual activism or
socio/economic ventures.
Intellectual entrepreneurs
S.#
Name of fellow
Sex
Nature of Fellowship
Region
1
Haybat Khan
Male
Intellectual entrepreneurship
Lasbela
2
Javed Baloch
Male
Intellectual entrepreneurship
Lasbela
3
Jamal Ahmad
Male
Intellectual entrepreneurship
Lasbela
4
Madad Ali
Male
Intellectual entrepreneurship
Lasbela
5
Khair Muhammad
Male
Intellectual entrepreneurship
Lasbela
6
Memona
Female
Intellectual entrepreneurship
Lasbela
7
Qudrat ullah
Male
Intellectual entrepreneurship
Nushki
8
Abdul Wahid
Male
Intellectual entrepreneurship
Nushki
9
Shabana
Female
Intellectual entrepreneurship
Nushki
10
Abid Hussain
Male
Intellectual entrepreneurship
Nushki
11
Fazila
Female
Intellectual entrepreneurship
Sibi
12
Salma
Female
Intellectual entrepreneurship
Sibi
13
Nazir Ahmad
Male
Intellectual entrepreneurship
Sibi
14
Dost Muhammad
Male
Intellectual entrepreneurship
Sibi
Page 38 of 50
15
Abdul Jan
Male
Intellectual entrepreneurship
Sibi
16
Saeeda
Female
Intellectual entrepreneurship
Sibi
17
jabar Khan
Male
Intellectual entrepreneurship
Sibi
18
M.Ibaahem
Male
Intellectual entrepreneurship
Khuzdar
19
M.younas
Male
Intellectual entrepreneurship
Khuzdar
20
Hassina Parveen
Female
Intellectual entrepreneurship
Khuzdar
21
Hassina Mehrab
Female
Intellectual entrepreneurship
Khuzdar
22
Ail Ahmad
Male
Intellectual entrepreneurship
Khuzdar
23
Musrat Yaqoob
Female
Intellectual entrepreneurship
Khuzdar
24
Abdul Qadir
Male
Intellectual entrepreneurship
Loralai
25
Saddal Deen
Male
Intellectual entrepreneurship
Loralai
26
Hayyatullah
Male
Intellectual entrepreneurship
Loralai
27
Abdul Aziz
Male
Intellectual entrepreneurship
Loralai
28
Safar Muhammad
Male
Intellectual entrepreneurship
Loralai
29
Mahjbeen BiBi
Female
Intellectual entrepreneurship
Loralai
30
Razia Kareem
Female
Intellectual entrepreneurship
Mastung
31
Shakira Rehman
Female
Intellectual entrepreneurship
Mastung
32
Sadia Kiran
Female
Intellectual entrepreneurship
Quetta
33
Mahjabeen Musarat
Female
Intellectual entrepreneurship
Quetta
34
Fareeda Abdul Malik
Female
Intellectual entrepreneurship
Sibi
35
Samina Seher
Female
Intellectual entrepreneurship
Sibi
36
Sadam Hussain
Male
Intellectual entrepreneurship
Jaffarabad
37
Khalida Abro
Female
Intellectual entrepreneurship
Jaffarabad
38
Abdul Hakeem
Male
Intellectual entrepreneurship
Khuzdar
39
Mazhar Ali
Male
Intellectual entrepreneurship
Lasbela
40
Soniya Naaz
Female
Intellectual entrepreneurship
Loralai
41
Abdul Jabar
Male
Intellectual entrepreneurship
Loralai
42
Pari Gul
Female
Intellectual entrepreneurship
Pishin
43
Saeed Shah
Male
Intellectual entrepreneurship
Pishin
44
Ms. Kamal Jan
Female
Intellectual entrepreneurship
Mastung
45
Ms. Sajida Khair Muhammad
Female
Intellectual entrepreneurship
Sibi
46
Mr. Abid Hussain
Male
Intellectual entrepreneurship
Sibi
47
Mr. Zahoor Ahmad
Male
Intellectual entrepreneurship
Sibi
48
Mr. Asmat Ullah
Male
Intellectual entrepreneurship
Quetta
49
Ms. Rubina Usman
Female
Intellectual entrepreneurship
Lasbela
50
Mr. Safdar Hussain
Male
Intellectual entrepreneurship
Quetta
Page 39 of 50
Enabling the out of school children through providing the opportunities of learning
Name of the
Fellow
Saima Chana
Location/
Village Name
Kotri
Union Council
Tehsil
District
Province
Khuda Ki Basti
Kotri
Jamshoro
Sindh
Name
Profile
Saima Chana belongs to Kotri Sindh. IDSP offered her fellowship in the area of
intellectual entrepreneurship. She is working on her idea “enabling the out of school
children through providing the opportunities of learning”. She belongs to Basti
Ghareeb Abad, Kotri of District Jamshoro. Her community is very much deprived
and excluded as majority of the people are poor laborers without any basic facilities
of life. There is not any school or other institution in her community and children
are mostly roaming aimlessly.
and
Strategies
Saima by availing the fellowship support of IDSP has established a center of
informal education in her community where she educates the children informally.
To develop the critical consciousness and analytical skills, she engages the children
in different activities of education, arts and painting, theater shows, dramas, singing
and many more. Her community has provided a building where she continues the
education of children.
She with the support of her community’s women raises voice for the basic rights of
community and children. They organize seminars, theater shows, dramas and stage show for
highlighting the issues of community.
Currently more that 120 learners (including Girls & boys) ageing 4- 15 years are
enrolled.
Achievements

Community has given a building completely for her learning center

Community collectively provides the learning cost of the center.

Her group of more than 1000 women participates in her seminars, dramas and stage
shows which she conducts for the education and awareness of her community.

120 learners (including Girls & boys) ageing 4- 15 years are enrolled.
Exploring new techniques for countering the deterioration of red chilies in District Umarkot, Sindh Province
Name of the
Fellow
Qurban Bhatti
Location/
Village Name
Sami ullah Colony, Kunri City
Union Council
Tehsil
District
Province
Kunri
Kunri
Umar Kot
Sindh
Brief intro of
Qurban Bhatti is one of the graduate learners of IDSP’s 10th Development Studies Course of
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the Fellow
2010. After completing the course IDSP awarded fellowship to him in the area of
intellectual entrepreneurship to continue working on his own idea at Kuni UmarKot. He
belongs to the same community which is popular due to the highest production of red chilies
in Pakistan. Kunri is basically a small town of Umerkot district that produces 85% of the
country’s total production of red chilies.
Strategies
Reason for selecting the idea around red chilies was that the chilies were getting infected
with aflatoxin, fungus and bacteria during all stages of production, especially from picking
to marketing. When chilies are laid on open ground in sun light, they gather dust, which
invites fungus into the chili. A kind of fungus, caused by moisture, according to Qurban's
study.
Qurban did a detailed study to overcome the issue and save the local formers from these
continue loses. He introduced a method and guided his community to stop cutting of the
immature chilies before its exact timing of cutting. When the chilies got matured than the
farmers have picked and dried by using the method that Qurban has introduced a sheet of
water-proof coarse cloth, which can absorb heat, and kept chilies between them for 48
hours. The sheets saved chilies from moisture and they get dried sooner than the traditional
method of spreading them on open ground. His technique effectively protected chilies and
its seed from damage, fog, rain and dust, and help produce pure and shiny chilies, which
fetches comparatively good price in market.
After introduction of the modern methods of drying, dehydration, processing and packaging,
and further improves quality of the production. The export price increased dramatically.
Qurban has engaged his community in the overall process of his practice and established a
strong network/support group. Now he can produce chilies with zero per cent fungus,
aflatoxin and bacteria through a low-cost and timesaving technique.
Mr. Qurban Ali has successfully completed his fellowship tenure and developed a
sustainable model for his community’s people and made a great change in the farming of
red chilies.
Achievements
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
Qurban has been recognized by his own community, relevant organizations and
departments of government, research institutes, district and provincial governments
due to his successful model that overcome the losses of chilies and its growers.

The status of growers has been upraised due to ensuring quality and quantity of the
red chilies through using the modern techniques that Qurban has introduced.

The growers have been educated in view of the research and innovation of Qurban
that will protect them from the losses, and are getting good prices.

The issues of afflation and fungus bacteria have been resolved and due to this the
diseases of stomach have been reduces.
Fellowship for “Social Ventures”
Fellowship
idea
Promoting and protecting the human rights through publication of monthly magazine
Tanquidi Shaoor
Name of the Fellow
Native area
Younas Gangow
Saleh Abad
Organizational
address
City
Province
Country
Monthly Tanquidi
Shaoor, 6-11/A,
Arkay Square
(Estention)
Shahrahe Liaqat.
New Chali, Karachi
Brief intro
Khuzdar,
Karachi
Balochistan
, Sindh
Pakistan
Younas, from Khuzdar is an IDSP graduate of the development course, and is also an
IDSP Fellow. He has continued his Urdu journal “Tanquidi Shaoor Khuzdar” on human
and social issues of Balochistan. Younas is a very dedicated writer, editor and human
rights activist. He through his journal highlights the issues of Balochistan's people. He
publishes articles and reports of young writers who do not have opportunity to publish
their writings mainstream publications. He highlights the issues of human rights through
his magazine Tanquidi Shaoor which has more than 4000 regular readers across the
country.
The monthly magazine “Tanqeedi Shaoor Khuzdar” is officially approved by the
government of Pakistan and is being regularly published since last 5 years. Through
this magazine Younus aim to promote positive democratic thinking among the
people for the development and prosperity of the region. This is done by keeping in
view the conservative thinking, political orthodox, religious hypocrisy, inconsistent
elements of progress and negative role bearing non- scientific thoughts. We rather focus
on the promotion of positive thinking among people who are affected due to national
and international changes events and circumstances taking place at the local level.
We also aim to promote social justice and tolerance, consistent and long lasting
development by giving awareness to the adiapharist public in different walks of life
such as: Sociology, Economics, Culture and research and development process in
modern science. This is done to perfectly identify the issues and resources so that the
public may truly reflect in the light of reality and thus get rid of conservative thinking.
The monthly magazine “Tanqeedi Shaoor Khusdaar” is the one and only most read
magazine that is published from Baluchistan. Its circulation is throughout the country
covering almost all big and small cities .Whereas in Baluchistan it is the most favorite
magazine of intellectuals, civil society, Labor unions and the youth engaged in the
process of social change.
The monthly magazine “Tanqeedi Shaoor khuzdaar “ has more than 1000 members
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from within and outside the country. This magazine is sent to its readers through post
.These members include non-government institutions , universities , colleges libraries,
government and political personalities, political parties, generalists’ unions , women
organizations and federal and provincial ministers.
The Objective of the monthly magazine “Tanqeedi Shaoor Khuzdaar” is purely
based on awakening of critical thinking but we do not at all aim to publish it for
and business based objectives.
Younas aims to promote and protect the human rights, social justice and tolerance,
consistent and long lasting development by giving awareness regarding their basic
human rights. Younus is also the anchor person for Vash TV ,Bolan.
Strategies
He continued publishing his Magazine Tanquidi Shaoor Khuzdar during the
entire reporting period. In view of the upraising demand he has launched another
monthly magazine “Tanquidi Shaoor Sindh” in Urdu language for Sindh
Province. He has established his own office in Karachi for the publication of
monthly Tanquidi Shaoor Khuzdar and Tanquidi Shaoor Sindh.

Achievements




Fellowship
idea
Continued the publication of monthly magazine “Tanquidi Shaoor Khuzdar” on
monthly basis and launched new monthly magazine “Tanquidi Shaoor Sindh”
for the province of Sindh.
The regular readers of monthly Tahquidi Shaoor Khuzdar have reached to
more than 3000 Tanquidi Shaoor Khuzdar and 1000 Tanquidi Shaoor Karachi.
Established a separate office for the monthly Tanquidi Shaoor Khuzdar and
Sindh.
Mobilized a group of more than 200 local writers of Province Balochistan and
Sindh to write on different issues of human rights and local communities to
highlight the issues of human rights and other social, political and economic
issues.
4000 people directly educated about the concept of citizenship, human rights,
education and critical pedagogy, political economy, law and order, peace and
justice etc on monthly basis.
Revitalizing the traditional sources of water, education, justice and conflict resolution
through engaging indigenous people of the community
Name of the Fellow
Native area
Abdul Hai
Kili Kamal Zai
Organizational
address
City
Province
Country
Killi Kamal
Zai, U.C
Malkyar, Tehsil
& District
Pishin
Pishin
Balochistan
Pakistan
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Brief intro
Abdul Hai a young Fellow of IDSP and a graduate Learner of the IDSP's 2008 community
development course. Based on his previous performance during the course, in 2010 IDSP
awarded Fellowship to Abdul Hai so that he could sustain his community development
work with participation of his community. Through this Fellowship, he is working in his
own village Kamalzai of district Pishin. During Fellowship period, Abdul Hai emerged as
an outstanding professional for the development of his community. He managed to mobilize
the divided community of Kamalzai [a remote village of District Pishin] and helped them to
come together for the creation of new solutions of increasing water shortage in village. He
was able to launch a community derived project for reviving the traditional sources of water
for more than 1000 acres of agriculture land. This land had became dry due to nonfunctioned120 years old Karaz (men made underground water channel). Through using the
approach of community development Hai has organized his own community and they
collectively response to the problems of village. The participation of the community in
social activism is very encouraging and it has been insured by Hai during his entire period
of fellowship.
Strategies
During the begging of his idea IDSP provided him basic financial support for cleaning of
120 years old Karez (traditional source of water and agriculture) for more than 1000 acres
of land. He successfully reactivated the Karez and this is now providing clean water to more
than 1000 families for drinking and agriculture purposes.
Currently he with the minimum financial support of IDSP he started
entrepreneurship in sheep farming. He generates income through sheep farming and
uses this to sustain his idea of community and particularly facilitate the girl’s
education and health issues of his village. Currently he has more than fourteen sheep
and Hai aims to maximize these.
Achievements





Fellowship
idea
Sustained the 120 years old Karez (traditional source of water and agriculture) for more
than 1000 acres of land.
Created new and sustainable source of income generation through sheep farming for
social development.
Sustained his support for the girl’s education and health issues at his native village.
More than 20 young people got enabled and passed their matriculation exams of Govt
education with high marks.
Engaged youth in healthy and positive activities of games and studies which minimized
the influence of vested interests.
Establishment of “Alfalah Without Walls” for the marginalized and excluded
Christian community of Balochistan
Name of the Fellow
Native area
Ilyas Indriyas
Nawa Killi Quetta
Organizational
address
City
Province
Country
22-A,
Youhannah
Quetta
Balochistan
Pakistan
Page 44 of 50
Abad Nawa
Killi
Brief intro
Strategies
Ilyas Indriyas is one of the intellectual entrepreneurs of IDSP. He belongs to the Christian
community of Quetta Balochistan. Through availing the opportunity he has registered “Afalah
Without Walls” as separate organization for the marginalized and excluded Christian community of
Balochistan. Al-Falah Without Walls is a People’s Centered and Ecumenical National Institution
with focus to achieve its Mission Statement: “Nurturing, developing and engagement the youth
through their own deliberation, action projects, skill development and, entrepreneurial skills for
addressing the challenges of marginalization and disempowerment of the excluded Christian minority
community around the principles of acceptance, diversity, social justice, interfaith peace and
harmony and socio-cultural pluralism”.
The program strategy is that, there is a need to identify, educate and, develop a cadre of young
people. This will be a relatively long-term strategy that will enhance and expand the academic and
intellectual knowledge and un-polished skills of youth on one hand. And will start a process of their
personality and character building, on the other. Hopefully, this will be a worth-investing human
resource building approach which will, later on, be capitalized for the formation and development of
the parents and community as a whole.
Secondly, Al-Falah envisions for engaging these young people and their communities through
activities and interventions that should promote acceptance for all diverse communities and groups,
interfaith peace and harmony and socio-cultural pluralism and should emerge as a national level
institution for mainstreaming and empowerment of the Christian minority community with their
holistic development of life and livelihood.
Achievements
Repeated
(
Report 2011)
Alfalah Without walls has established and sustained partnership with IDSP-Pakistan, Strengthening
Participatory Organizations, CYAAD, Vision, Church World Services, United Religions
International, Youth Parliament of Pakistan Lahore, SEHER, Aman Ithad, Christian Study Center,
Theological Institute for Laity, Maktaba e Anaweem Pakistan, Don Bosco Youth Center Quetta,
BEFARe Quetta and Channan Development Foundation Pakistan.
During this reporting period AWw has trained more than 100 youth of Christian community through
awarding fellowships/scholarships and providing free training and tuition, conducting courses music
and learning of several musical instruments, active citizenship, ethnic and lingual back grounds,
thematic signing on love, mutual respect and struggle of the voiceless people, peace.
Fellowship
idea
Establishment of Institute for Development and Human Rights as separate organization for
promoting and protecting the rights of affected communities of Mirani Dam.
Name of the Fellow
Native area
Sharif Shambezai
Turbat
Organizational
address
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City
Province
Country
Sabzai Colony
near
PTCL
office, Turbat
Balochistan
Kech, Turbat
Balochistan
Pakistan
Brief intro of
the Fellow
Sharif Shambezai as intellectual entrepreneur of IDSP has continued the leadership of a movement
that contains more than 10,000 Baloch families of district Kech. These families were affected by the
poor construction and management of Mirani Dam mega project. Initially Sharif has started his
activism with a research in 2007 over the issue of Mirani Dam which affected more than 10,000
indigenous families of district Kech. The research has led him to mobilize and organize the effectees
and raise voice for their rights. He engaged thousands of people and started a movement across the
world for the compensation and resettlement of effectees. Sharif has established an organization
“IDHR” to develop the capacities of indigenous communities that will enable them to raise awareness
regarding their basic rights which are now dominated by the influence of certain class of society.
Strategies
Sharif, with the support of local communities, continued activism for claiming the rights of
displaced by the poor construction of Mirani dam. He is continuously publishing reports in
national and local news papers about the issue. Sharif along with a number of effectees has
organized two hunger strikes in front of Wapda office in Lahore and provincial assembly of
Punjab. Beside these he conducts sessions and seminars over the topic of mega projects in
the world. He has highlighted the issue through TV channels and news paper.
Sharif has engaged a group of like minded and expert individuals and organizations from all
over the world on voluntary basis which support him in raising voice for their own rights.
Achievements
Sharrif has continuously followed his community’s case and finally Wapda has accepted to
pay the compensation amount for what Shairf and his community demand since 2007.
Sharif’s biggest milestone is that, Wapda and Planning Commission of Pakistan have finally
and formally accepted the compensation demand of the victims of Mirani Dams of District
Kiche, Balochistan. The compensation amount is PKRs. 4,000,000,000.
Fellowships for institutional building
Fellowship
idea
Establishment of “Amozgah” as separate organization for integrating the learning and
livelihood for the less privileged Hazara community of Quetta, Balochistan
Name of the fellow
Native area
Marzia Barat Ali
Organizational City
address
H.No, 7-69/182. Quetta
A. Balai
Manzil, Seth
Ahmad street,
Nasir Abad,
Alamdar road,
Quetta
Maribad Quetta
Province
Country
Page 46 of 50
Balochistan
Pakistan
Brief intro of
the Fellow
Marzia Barat Ali has registered “Amozgah” as independent Nonprofit, Nongovernmental and
Nonpolitical organization in 2010. She is an intellectual entrepreneur of IDSP. Her organization
Amozgah has gradually evolved as a unique space of integrating the learning and livelihood
especially in the least developed and economically deprived community. It is an outcome of the
IDSP-Pakistan innovative project “Breaking the Poverty Cycle – empowering the Adolescent Girls
and Boys to become instrument of Social Transformation”. The primary goal of her organization is to
generate a process of improvement in poor’s livelihood, by targeting poor adolescent girls, through
broad based activities as well as through advocacy for favorable policy.
Ms. Marzia Barat showed outstanding leadership for sustaining Amozgah Center through her close
and sincere relationship with local community and other stakeholders. Currently the Amozgah center
is working on basic literacy and skills courses in collaboration with IDSP.
Strategies
She organizes skills based courses for her community’s youth with a special focus on
female. She organizes courses of Information Technology, Dress designing, Cutting and
Sewing, shoes making, English language, gift and show piece making and many more
handicrafts. She trains more than 200 young girls in this particular field.
Beside these she organizes sessions, seminars for ensuring intercultural harmony, diversity
and peace in the area.
 Visited SEWA organization of India.
 She has trained more than 200 young girl and women directly.
 Organized several intercultural debates and dialogue that resulted acceptance for each
and others.
Achievements
Fellowship
idea
Establishment of Institute of Development Research and Applied Knowledge (IDRAK)
- For Change” as separate research institute
Name of the Fellow
Native area
Barkat Shah
Pishin
Organizational
address
City
Province
Country
7-A, Almashriq
Street
Arbab
Karam
Khan
Road
Quetta
Balochistan
Pakistan
Brief intro of
the Fellow
Barkat Shah has registered “Institute of Development Research and Applied Knowledge (IDRAK) For Change” as a separate organization. Barkat Shah is a graduate of IDSP’s development studies
course in 2000 and faculty member for the past eight years. His organization Institute of
Development Research and Applied Knowledge (IDRAK) - For Change, is a Quetta based research
organization. IDRAK-For Change was conceived as a Fellow initiative which was later formally
converted into the Institute of Development Research and Applied Knowledge (IDRAK)-For Change
in May 2009.
Strategies
IDRAK has successfully conducted two nationally recognized researches. IDRAK-For
change has the following core thrusts,
1. Research and advocacy
2. Publications
Page 47 of 50
3.
4.
5.
6.
Linkages, networks and partnership
Promotion of local language and literature
Supporting research and advocacy ventures
Trainings and capacity building
At this stage "IDRAK-For change" has formalized two of its programmatic
interventions, that is, Publication of Bi-Annual Magazine “IDRAK” and a Website
that will serve the conservation of local language and literature.
An exclusive office by "IDRAK for Change" has been established with its own
identity by IDSP and now it has been established with all necessary facilities. In
order to evolve and create systems, programmatic areas and human resource,
IDRAK for change has been provided two Research projects. The first research
study entitled, "Evidence Based Impacts Study of Community Support Process for
Girls Education in Balochistan" has been completed with great successes as it is
being used as primary evidence in the devolving educational paradigm of the
province.
Achievements
Page 48 of 50
1.
2.
3.
4.
5.
6.
Established IDRAK’s own office in Quetta.
Published two researches that IDRAK has conducted in .
Registered separate organization
Created a board as formal structure of the organization
Hired and developed a committed team and trained them through research skills
Created and organizational website and face book page.
Public-Private Partnerships:
 Therapy Works Karachi
IDSP has sustained partnership with Therapy Works Karachi regarding training of one of IDSP’s
fellows Ms. Naheed Hassan in therapy in emotional health and humanistic counseling. Therapy works
is an organization of highly skilled professionals, including experts with over 26 years of experience
in dependency, leading psychiatrists, psychologists and dieticians. This training will be followed by
international certification.
 Infaq Foundation
IDSP with the support of Infaq Foundation is constructing building for IDSP’s University of
Community Development at Hanna, Quetta. Its second phase of construction has been completed
which include academic block, resource center, computer lab, class rooms, mess/ kitchen, etc. Third
phase of its construction is under process which includes boy and girls hostels, museum, water tanks
etc.
Infaq foundation was also financially supporting two of IDSP’s fellows Ms. Naheed Hassan and Ms.
Shaida Yousaf regarding their course fee. These fellows were enrolled in therapy in emotional health
and humanistic counseling course at Therapy Work institute at Karachi.
 Azad Film Production Company.
Azad Films is a private production Company of Karachi Pakistan. It has been in the media industry
for the last 15 years and ranks among the top production companies in Pakistan, today. Azad Films
has support IDSP in creating a program of filmmaking. They also trained fellows and learners of
IDPS in Karachi and Balochistan. With the support of Azad Films IDSP has trained more than 50
people in the field of filmmaking. IDSP helped in the filming of first feature film by AZAAD Films,
named “MOOR”.
 Qatar Hospital Karachi
After selected midwives from rural Balochistan and Sindh for professional training of midwifery at
Karachi. Qatar Hospital Karachi has ongoing courses for midwive’s training. Based on the program
philosophy, IDSP affiliated the Midwifery Training program with Qatar Hospital for midwives
training and particularly regarding their practice. The IDSP program model comprised theoretical
session that followed by practices in hospital of three month training courses. During practical session
these midwives trainees have dealt more than 1150 delivery cases in Qatar Hospital Karachi.
 Social Welfare Department and Non-formal Education Department, Labor and Manpower Department,
Bureau of Curriculum and Extension Department of Education for sustainability of ZAANTH
Courses.
IDSP Zaanth Project is working in five projects of Balochistan with the support of Labor and
Manpower department, Social Welfare and non-formal education department and Bureau of
Curriculum and Extension department of education Balochistan. These departments are providing
support for strengthening and sustaining IDSP’s innovative project (Zaanth) of literacy, livelihood
and education. The purpose of this project is to provide skills and literacy education in 50
communities of Balochistan for developing the capabilities of 4000 illiterate marginalized adolescents
and youth in five districts of Balochistan.
 Sangat Academy of Science (SAS):
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SAS is a literary, cultural and intellectual forum to carry out search, hold seminars, discussions and
disseminate the conclusion through publication i.e. pamphlets, handbills and books. The sole purpose
is to promote debate and discussions in a fuddle society where opinion building for the ordinary main
is stubbornly strangulated. SAS has collaborated in organizing different seminars and debates and
facilitated IDSP through their sound intellect and research based knowledge.
 HANDS
IDSP-Pakistan has partnered with Hands an organization working on maternal healthcare, for the
delivery of midwifes training program at Karachi. IDSP has enrolled midwifes from Balochistan and
Rural Sindh to educate them in the field of midwifery. HANDS is working in social sector to develop
the communities to meet the challenges of 21st century. Its mission is "to provide basic health
services, primary education, income generation opportunities and development of institutions to
empower the underprivileged communities".
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